Primary Source Documents

"Patterns of Forest Health: A Report on Citizen Monitoring In the

Eastern Mountains 1994-1997" (Excerpts)
https://www.loc.gov/resource/afc1999008.afc1999008_ms0006/?
st=gallery
This set contains 23 documents, each one explaining the
research done on 6 states: Alabama, Tennessee, Kentucky, West
Virginia, Ohio, Pennsylvania y The Appalachia Forest Action Project.
This research covered the mortality rate on the forests in those areas.
A three-year study showed growth, death, issues, and changes in
conditions on trees. Various trees are found in the selected area. Over
50 species are recorded during the survey. They randomly survived
plots so they can have a variety of aged trees. Maps show the areas
selected, two bar graphs show the mortality rate over time in all sites,
pollution levels, and the historical mortality rate. Other bar graphs
show the Hickory and Oak growth in comparison to the mortality rate.
The conclusion to their study is that trees are standing longer, forests
are having many new and old trees living together in a selected
plot. Due to decay and other human factors, the mortality rate is
higher than normal but it is not rapid in all species in all plots
surveyed. This is not age appropriate for first graders to read
themselves. It is too difficult. As a teacher, in my plant lesson, I can
explain the life cycle of plants/trees and teach them about this study.
The documents are mainly for my knowledge while I can share the
maps with students since they show where the survey happened. As a
class, we can identify trees by taking a nature walk, collecting leaves,
and data about trees. Collectively we can talk about the threes
surveyed in the study then talk about the trees we saw. We can
compare living to non living, young and old, etc. while on a nature walk
then compare our findings to the study. If primary source documents
are too complicated for young children, teachers must modify the
lesson so the point gets across to all students.

[Cotton plant in August] Evans, Walker, 1903-1975, photographer.

Published 1936 Summer.
Planting Cotton. Published between 1909 and 1920.
https://www.loc.gov/item/2002699828/
https://www.loc.gov/item/npc2008000654/
Since one image does not provide enough detail and information,
I found two separate pictures that tie together. Both deal with the
cotton plant. One is an actual picture of a cotton plant. The other
picture is of a field and workers planting cotton. Through the plant
lesson, a topic can be the cotton plant. We can talk about the basic
parts and functions of plants then relate it to the cotton plant. As a

class, we can talk on the uses of cotton in our lives, what is cotton, and
how it grows. We can then, recreate the image of a cotton plant by
using art supplies and creativity. Students can draw or make a model.

Bauscher's seed & plant guide. Created 1899. John Bauscher, Jr.
https://www.loc.gov/item/92509225/
This is a cover illustration for Bauschers seed and plant guide.
Many fruits and vegetables are present. Since there was a difficult time
finding plant documents, I believe that this can work as a visual of
what plants produce. During the big plant lesson, as a class, we can
talk about plants that produce food items. We can talk about what
these plants need, how to take care of them, and who takes care of
them. We can talk about farms and gardens. We can also talk about
the parts of fruit (seeds, core, skin, flesh, etc). As a class, by looking at
the illustration, students can point out what they see. We can label the
fruits and vegetables and make a list. Students can draw their favorite
item and talk about it. I personally love old illustrations like this.